#MarchOnRome: Of Alterity, Social Media, and Marching Bands

Autor/in	Abramo, Joseph
Titel	#MarchOnRome: Of Alterity, Social Media, and Marching Bands
Quelle	In: Action, Criticism, and Theory for Music Education, 15 (2016) 3, S.113-131 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music Activities; Music Education; Social Media; Music Teachers; Discourse Analysis; Black Colleges; Homosexuality; Males; African American Students; College Students; Higher Education; Sexual Identity; Educational Media; Ethnography; Constructivism (Learning); Sex Stereotypes + Suchen Sie Ihr Suchwort? Musikalische Aktion; Musikerziehung; Soziale Medien; Music; Teacher; Teachers; Musiklehrer; Diskursanalyse; Homosexualität; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechtsidentität; Sexuelle Identität; Bildungsmittel; Unterrichtsmedien; Ethnografie
Abstract	In this online ethnography, I studied marching band identity by examining marching band enthusiasts' and music educators' responses on music teacher professional forums, Twitter, blogs, and other online media, to sports commentator Jim Rome's tweets describing marching band members as "dorks." Using a framework of alterity--or the otherness that complements identity--and a methodology of social constructionist discourse analysis, I found that social media users: 1) claimed that they were proud to be "band dorks"; 2) argued that Rome's comments fit into a narrative of jocks harassing band geeks; 3) asserted that there are many proponents of marching band, and that it appeals to a general population; and 4) addressed Rome's tweet in order to critically reflect on marching bands' roles in society and education. Theme four was infrequent. Educators may pay careful attention to how alterity and the "imagined Other" play a role in music student identity, student motivation, advocacy efforts, and how they participate in social media. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).] (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01